Homework: Good, Bad, Too Little, Too Much?
Is it Useful and how do You Know?
by Harvey Craft
When I began teaching back when the earth was still cooling, my opinion on homework was based largely on my experience as a student in public schools. I remember completing lots of homework in school, and I didn't particularly care for it. Student attitudes didn't count for much so it seemed — teachers ruled and parents stood firmly behind them. As a high school teacher I gave homework frequently — that’s what teachers do.
My professional opinion began to shift as homework became both a pain and a puzzle. I couldn't correct all of those papers — I was overwhelmed! So I did what many of my peers did and marked homework as done, not done, or incomplete and figured out a way to convert those marks into grades. But there were lots of students who just didn't do homework and some of them were otherwise excellent students, and there was something that just didn't feel right about recording zeroes for homework.
Enlightenment
I was a high school science teacher and was trained to be curious about such issues as proof, cause and effect, and fundamental truth. I had an annoying habit of analyzing the results of test grades for clues to improve instruction. The homework thing really bothered me. I couldn't detect any real benefit.
As the years passed it seemed to me that the main complaint teachers had about missing homework was like my initial reaction — it was personal, not about academics. But there was another issue.
One day during a planning period I was walking to the office when I saw the school principal walking toward me with an uncharacteristic scowl. He was an educator of unusual skill and knowledge — a true mentor. When he saw me, he stood directly in my path stopping me long enough to say, “I wish teachers didn't feel like they had to teach responsibility!”
He hurried off clearly on a mission to manage one of dozens of problems he deftly confronted every school day. I would later find out that his bad mood was the result of a parent angered because her son’s grade in one class was lowered because — according to his teacher — he lacked responsibility. Specifically, the young man had numerous zeros from missing homework, although his test grades were very good.
The realization that my principal and I were of similar mindset gave credibility to my emerging beliefs about homework — there were valid issues, and at least one competent person other than me knew it.
There was no official policy in my school or district about homework and as time passed I assigned less and less. I could discern no difference in learning as measured by my tests. Grades improved somewhat because I was recording fewer zeroes. As time passed I rarely gave homework and stopped counting it as part of a grade.
The Search for Solutions
I began to read professional journals. Could it be that there was a flaw in the hallowed practice of homework? I had already observed that homework could be and often was copied by students. I knew that the home environment was a factor that affected student’s pursuit of academics away from school.
Eventually I acquired a position in a middle school as assistant principal for instruction. My views on a variety of issues were sometimes viewed with suspicion. One morning before class a new teacher came to my office and leaned limply against the door jamb. She taught a group of students who were grouped together as “low achievers.”
“My students won’t do homework,” she said, clearly frustrated and wanting a solution. “The zeroes are killing their grades.”
“Do they need homework?” I asked.
She seemed unable to respond — not believing what she had heard.
“Don’t give them homework! That should take care of the zeroes,” I added.
“But don’t we have to? I mean, doesn't everyone need homework?” she added.
“Students need what helps them learn. It’s up to you to find out what that is. If homework is causing them to fail, clearly homework isn't something good for them.”
The common sense response was unexpected, but she agreed to consider my suggestion.
The Battle Continues
I have fought the homework battle for over 20 years. I am pleased that more educators are realizing the appropriate role of homework — diagnosis and practice, but it doesn't have to be assigned. It is a formative assessment— as such it should not be graded. Homework has not always been a major part of American education. The new emphasis on homework came with the launching of Sputnik in 1957. The nation panicked at the idea that we were lagging behind the Soviet Union and homework increased exponentially.
Did it help? Well, look at the SAT scores and other measures of educational progress. Look at how we compare with other nation in science and math, keeping in mind that many of the nations ahead of us assign little or no homework.
Why do so many teachers give it? To develop responsibility of course, but there is no sound evidence that makes kids responsible. Many very bright kids don't do because they don't see the need for it, and believe in their ability to perform well on summative assessments--i.e., test and quizzes without homework. Are these students irresponsible? No-- they just know what they need to know and have acquired their own sense of responsibility that transcends teacher expectations. They often refuse to do something they don't need. Gifted kids often feel that they know best, and many do.
Why do teachers grade it? It gets personal. "If I don't grade it they won't do it." And why is that? Because we have taught students that the most important thing about school is the grade, not the acquisition of learning. In fact, homework is always graded. Every time a test or quiz is given homework (assuming it was related to tested material as it should be) is graded. Why give a separate homework grade if it will be covered on a test?
I think that for most courses most of the time homework is overdone. You just can't beat
a good teacher with a good lesson plan who knows how to pull students into the lesson! One might even ask how a class would change if homework review and checking were eliminated. It just might have to be replaced with more creative planning and instruction— more interaction with students, more differentiated instruction, and borderline students get a big break by avoiding those zeroes.And what of the students who don't do who homework? Is it right to continue to expose them to a method of instruction knowing they will fail? I think not, but many teachers just keep on putting those zeroes in the grade book, despite the fact that some students in the same class copied their homework from someone else 15 minutes ago and get 100 — or they had parents who helped, or found the answers on the Internet which some students don't have. Homework lacks inherent fairness. Would we give unit tests and ask students to take them home and bring them back the next day. No! Why would we send any assignment home and ask students to bring it back the next day and count it as 10%, 20%, or more of a grade? That's what we do with homework, and many students can thank their best friend, or mom, or dad for all those 100's on homework! Did they learn responsibility or the value of cheating?
Occasional homework might be justifiable, but we need to teach students that its real purpose is to enhance the acquisition of knowledge, not to get a grade. When the tests are returned point out the items that were assigned as homework— that makes the case for completing it. We must teach students that learning is what school is about, not grades.
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